A selection of English ESL verb printables

Find the 25 agreement mistakes in the text! 

Agreement with Dickens 1

More activities to practise the simple present tense

SIMPLE PRESENT EXERCISES 5

This tasksheet helps young children to practice the forms of to be in present simple. There are negative sentences and shorts forms as well in it. The fastest kids can colour the pictures at the end.

To be - practice 1

An exercise on the Simple Pesent for junior beginners.The sentences are Affirmative, with emphasis on the 3rd peson singular. My students loved it. I hope you find it useful.

PRESENT SIMPLE AFFIRMATIVE

IT IS A WORKSHEET ABOUT BODY PARTS

STUDENTS HAVE TO COMPLETE THE BLANKS WITH THE CORRECT WORD

IT IS A WORKSHEET ABOUT BODY PARTS

STUDENTS HAVE TO COMPLETE THE BLANKS WITH THE CORRECT WORD



Body Parts Featuring The Simpsons

Among the four options, which sentence is wrong?  The new B1 Cambridge exam shows the difficulty of reported verbs, in reading part 3. They are so varied and complicated.  In this exercise, find the sentence that is not possible, according to the rules.  This is a grammar drill. It tests the use of reporting verbs. During discussion after doing the training and exercise, point out why the chosen answer is wrong.  Here are just a few examples among many others. 

Cambridge B1 updated exam

Fill in the blanks using word bank. Sentences are based on the book Dracula. word choices are provided. Practices words in context. Uses adjectives, verb fomrs, nouns.

Vocabulary Dracula Chapter 2

Students have to look ath the picture and complete sentences with the proper form of the verb. They will practice the Present Continuous (Progressive) Tense. An exercise for 4th grade students. 

Present Continuous Tense

This handout helps young learners to decipher which of the present tenses they are faced with. This especially works if they already have some exercises beforehand, where they need to put the verb in the correct present tense. 

This is a model with only two examples to work with.

It is made for A2.1. young English learners. 



The handout is semi-bilingual (English and Portuguese) as my students are still struggling with instructions in English.



I have found it very useful with my students, and they've seemed to be very happy realizing that the exercises had been easy with the help of the model.

Present Simple VS. Present Continuous (step-by-step model)

In this worksheet, students will deal with exercises that review the use of verb to and to have to share basic information, such as: names, age, professions and physical characteristics.

Bare in mind that for your students be able to the exercises, they  should already have had some contact with the grammar topics and lexical terms mentioned above.

Review - Simple Present - 

This worksheet is intended to be used with upper beginner students who have already learned the use of simple present tense and the present of verbs. 

It is also intended to be used wit students who have started learning the use and meaning of idiomatic expressions in English. 

The worksheet is aimed to have students practicing with verbs (either regular or irregular) in the simple present and reflecting on the figurative meaning of idioms referring to such feelings as love and indifference. 

In exercise number one students bringing up previous knowledge about actions. 

In exercise number two you have students practicing word recognition. Play the song for the class and students will fill the missing words while they listen to the song.

In exercise number three students will identify the use of simple present. You will also have students  reflecting on the figurative meaning of idioms referring to love and indifference in romantic relationships.

It is a great and fun way to make students practice and enjoy English. 



Heart To Heart - James Blunt - Song Gap Fill

Short silly story to practice pronouncing "ed" at the end of past tense verbs. 





“ed” Practice

I watched the game and folded laundry. We washed the dishes and listened to music. I decided to buy groceries so I walk to the store. I acted out of impulse and happened to buy junk food. I hurried to the cashier and asked about sales. She snickered and shared that she admired how much I wanted to be frugal. I rushed and finished my shopping, roamed into the parking lot, and jumped over the fence. I arrived home and confirmed with my wife that our schedule was established for the coming week. Then we watched Bohemian Rhapsody. It was directed by Brian Singer, and acted by a talented cast.



Speaking "ed" Practice

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

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Creative Commons Attribution Non-Commercial No Derivatives License

how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

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12,895 Verb English ESL worksheets pdf & doc